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Comprehensive School Counseling and Guidance Plan

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Comprehensive School Counseling and Guidance Plan THE HUDSON FALLS CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING AND GUIDANCE PLAN 1 I. INTRODUCTION Recognizing the value of school counseling in our schools, the Hudson Falls Central School District has agreed to adopt a comprehensive school counseling and guidance program. An effective developmental comprehensive school counseling and guidance program provides a solid framework for ensuring that our students are well prepared to meet the academic, social/emotional and career challenges presented to them. These efforts support students in meeting academic standards, is integral to providing a safe and secure environment for learning, reduces dangerous and counterproductive risk taking behaviors, and enhances student resiliency. This plan will support the goals delineated in the district’s shared decision making plan and will comply with all state guidelines and curriculum frameworks. The National Center for School Counseling Outcome Research concurs: … the implementation of a Comprehensive Developmental Guidance Program will result in educational benefits including increased student achievement, more equitable services to students, broader impact on student development and career decision-making, student satisfaction with the relevance of their education, and the development of a safe, orderly, connected school climate. (Lapan, Gysbers & Sun, 1997, in School Counseling Research Brief 1.1, January 15, 2003) The school counselors in the district have reviewed several state, district and school models of comprehensive school counseling programs, as well as literature from experts in the field, and have created this document, which best represents our own goals, aspirations, and district operating philosophy. This plan has been written to reflect an organizational framework and approach based on the ASCA’s National Model, the NY Curriculum Frameworks, state standards and current best practices. Language used in the document is consistent with comprehensive developmental models. This language gives structure to the program, enables straightforward communication at all levels, and a basis for results evaluation. We have updated this plan to reflect our efforts grades 4-12. Further, this plan has been prepared for Board of Education approval knowing that an annual review will occur each school year. We will continue to collect information to document counseling and guidance efforts UPK-12 and will submit a revised plan when the substance of this plan requires revision. 2 Part 100 Regulations Guidance programs for public schools for school years prior to the 2019-2020 school year and for non-public schools. Public Schools. Each school district shall have a guidance program for all students. 1. (a) In grades K-6, the program shall be designed in coordination with the teaching staff to prepare students to participate effectively in their current and future educational programs, to help students who exhibit any attendance, academic, behavioral or adjustment problems, to educate students concerning avoidance of child sexual abuse, and to encourage parental involvement. 2. (b) In grades 7-12, the guidance program shall include the following activities or services: 3. (1) an annual review of each student's educational progress and career plans, with such reviews to be conducted with each student individually or with small groups by personnel certified or licensed as school counselors; 4. (2) instruction at each grade level to help students learn about various careers and about career planning skills conducted by personnel certified or licensed as school counselors, or by classroom teachers in cooperation with school counselors; 5. (3) other advisory and individual or group counseling assistance to enable students to benefit from the curriculum, to help students develop and implement postsecondary education and career plans, to help students who exhibit any attendance, academic, behavioral or adjustment problems and to encourage parental involvement, provided that advisory assistance shall be provided by teachers or counselors, or by certified teaching assistants under the supervision of counselors or teachers, and that such individual or group counseling assistance shall be provided by certified or licensed school counselors or by certified or licensed school psychologists or certified or licensed school social workers in cooperation with school counselors; and 6. (4) the services of personnel certified or licensed as school counselors. 7. (c) Each school district shall develop a district plan which sets forth the manner in which the district shall comply with the requirements of this subdivision. The plan shall present program objectives, which describe expectations of what students will learn from the program; activities to accomplish the objectives; specification of staff members and other resources assigned to accomplish the objectives; and provisions for the annual assessment of program results. The plan shall be reviewed annually by the school districts, and revisions shall be made as necessary. Current School Counselor Ratios in District (as of Jan. 2018) Intermediate School - 342:1 Middle School - 276:1 High School - 213:1 3 II. FOUNDATION Every student will acquire the academic, career and personal skills to reach their highest educational potential, having the ability to successfully manage their lives as healthy, responsible, competent and productive citizens who respect themselves and others. A comprehensive school counseling program is an integral component of the total education experience, providing the educational opportunities for intellectual development, effective communication, personal growth and social responsibility. The school counselors work in partnership with students, staff, parents, community members, institutions of higher learning and employers. These efforts are geared toward preparing students to become effective learners, to achieve success in school, to live successful and rewarding lives and to become positive contributors to our society. Philosophy Statement All students at all grade levels should have access to a full-time certified school counselor and have a right to participate in the school counseling program. It is based on the belief that each student possesses intrinsic worth and specific rights, and is a unique and dynamic person capable of personal growth, lifelong learning and self-direction. Currently, students in grades 4-12 have access to a full time counselor. Our 4-12 program is based on specified goals and is an integral part of the students’ education, through which students prepare for meaningful and rewarding lives as productive members in a changing society. Many of the school counseling related duties in grades UPK-3 are supported by additional staff within our district including School Social Workers, Social Work Associates, Teachers, and School Psychologists. This plan is intentionally designed to be developmental and contains activities that are organized and implemented by certified school counselors, teachers, and administrators, and other staff in collaboration with students, parents/guardians, and members of the local community. The program seeks to meet the needs of all ​ students in three domains – academic, social/emotional, and college and career. The developmental aspect of the school counseling program focuses on attaining results related to skill acquisition and prevention, while the remedial aspect of the program ensures the provision of services that respond to immediate needs and concerns of students. 4 Role of the School Counselor In the Hudson Falls School District, the role of the school counselor is to support students within the Hudson Falls Comprehensive School Counseling and Guidance Program by facilitating student development in academic, college and career and personal/social areas. The school counselor is a trained and certified professional, who works with students, administrators, teachers, parents and the community to promote a safe and successful learning environment. The school counselor assists all students within the total educational program to become effective learners, responsible citizens, and contributing members of society. On-going communication and information exchange with parents/guardians are vital to all aspects of the School Counseling Program and is a key part of the counselor’s role. School Counseling Curriculum School counselors plan, implement and evaluate developmental school counseling curriculum ​ programs that address the needs and priorities of their individual schools. Their work is further differentiated by attention to age-specific developmental stages of student growth, and by the needs, tasks, and student interests related to those stages. These programs are determined by needs assessments, integrated into the existing curriculum, and taught in collaboration with classroom teachers. Individual Student Planning School counselors coordinate individual student planning which consists of ongoing systemic ​ ​ activities designed to help individual students establish personal goals and develop future plans. Responsive Services School counselors deliver responsive services to all students to meet their immediate needs and ​ ​ concerns. These services can be delivered through such strategies as consultation, individual and small group counseling, classroom instruction, mediation, crisis counseling, and referrals to outside agencies. System Support System support is an essential element of school counseling. System
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